The Research on Job Satisfaction and Organizational Commitment of Hakka Teaching Support staff —considering Taoyuan County as an example

• Main Authors: MEI-CHIH CHEN, 陳美智
• Other Authors: Ting-Ming Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/38882285301630263032

碩士 === 國立中央大學 === 客家研究碩士在職專班 === 99 === The purpose of this study is to investigate the differences in the job satisfaction and organizational commitment of Hakka teaching support staff in Taoyuan County in terms of the various personal backgrounds and school environment factors. This study is primarily conducted using a questionnaire survey and supported via in-depth interviews. The questionnaire survey adopts self-developed questions, dubbed “Questionnaire of the Job Satisfaction and Organizational Commitment of Taoyuan County Hakka Teaching Support Staff.” The participants in this study are Hakka teaching support staff involved in teaching the Hakka language in Taoyuan County during the 2009 school year. Eighty questionnaires were distributed, and 76 valid questionnaires were recovered, providing a valid recovery rate of 95 %. The statistical results provide a general survey of Hakka teaching support staff who serve during the 2009 school year. Qualitative analysis of the collected questionnaires is conducted using the statistical software SPSS 18.0 for Windows. The analysis results are as follows: (1) Hakka teaching support staff in Taoyuan County display a high level of job satisfaction and organizational commitment. (2) Hakka teaching support staff’s job satisfaction levels show no differences between gender, age, tenure of employment, part-time/full-time status, and school size; however, job satisfaction levels differed significantly according to educational background and school location. (3) Hakka teaching support staff’s organizational commitment levels show no differences between genders, age, tenure of employment, and school location; however, their organizational commitment levels differed significantly according to their educational background, part-time/full-time status, and school size. (4) More schools in southern Taoyuan County provide Hakka teaching support staff than those in northern Taoyuan County do. Additionally, this study investigates the comprehensive educational policy recommendations proposed by Hakka teaching support staff in Taoyuan County via in-depth interviews. Their recommendations focus on three major elements: clear and definite policy guidelines, legalization of rights and obligations for Hakka teaching support staff, and full-time teachers and Hakka teaching support staff. The qualitative analysis is conducted using MAXQDA 10. This study suggests that educational authorities establish definite supplementary measures and develop a clear implementation schedule for the “2688 project for dialect teaching support staff.”